RESIDENT LEADERSHIP TRAJECTORY 2011-2012

STANDARD: PERSONAL LEADERSHIP

Belief-based, Goal-driven Leadership: Leader consistently demonstrates belief in the potential of every student to achieve at high levels
Counterproductive – Undeveloped – Foundational – Advanced – Builds Capacity/
Negative behavior that Has the awareness of the Attempts to apply but may Applies skills and strategies Institutionalizes Behaviors –
reduces performance behavior or related skill, but lack skills to successfully effectively Builds value/structures to
takes little or no action apply in practice support the behavior and
ensures regular use by others
Create and maintain - Has no sense of - Has a sense of urgency to - Demonstrates sense of - Creates a sense of urgency - Creates a culture where urgency
school-wide urgency urgency to drive drive improvements in student urgency around driving around driving student for student achievement is the
and commitment to the improvements in achievement; takes little student achievement; achievement; successfully norm; leader monitors others
hard but necessary student achievement; action or becomes paralyzed attempts to collaborate implements effective through setbacks, but all are
work of ensuring high comfortable by efforts required to with teachers to drive for strategies that motivate driven to do the work for
academic achievement with/supportive of the increase academic change, but struggles to teachers to drive for change with less direction from
for all students status quo achievement for all students consistently move adults change the school leader

Set high but achievable - Does not set student- - Sets high student achievement - Sets high student - Sets high student - Sets high student achievement
goals for students specific achievement goals; goals may not be achievement goals that are achievement goals in goals; supports others to lead
goals; may be content actionable, specific or realistic specific, attainable and collaboration with others, continuous improvement efforts
with using mandated to the needs of the students measurable; systems for and revisits goals regularly to monitor progress toward
goals even if they are tracking progress toward to ensure progress and goals and modify strategies as
too low or too general goals are limited in scope make adjustments needed
to be impactful
Inspire a school-wide - Interactions with others - Acknowledges the importance - Somewhat inspirational - Inspires others through - Creates opportunities for adults
sense of positivism and do not inspire; may be of personal interactions; when interacting with personal interactions; to inspire one another; optimistic
possibility negative or highlight demonstrates limited evidence individuals through personal despite setbacks pushes atmosphere in school, with
barriers of using personal interactions interactions; stays positive others to meet goals setbacks viewed as learning
as an opportunity to inspire; - Highlights specific examples - Creates regular opportunities
major obstacles may inhibit of effective strategies, opportunities to highlight - Creates regular school-wide
positivism successes, and opportunities specific examples of opportunities to highlight
for improvement effective strategies, specific examples of effective
successes, and opportunities strategies, successes, and
for improvement opportunities for improvement

Create institutional - Fails to consistently - Speaks about their belief that - Believes students of all - Belief in all students is - Creates a culture where belief
systems and structures communicate a belief all students can achieve, but backgrounds can achieve at evident through strong work in all students consistently
that reinforce the that all students can takes limited action to support high levels; attempts to with adults and the undergirds and supports every
certainty and belief achieve; actions may and encourage those beliefs actualize on this belief by existence of effective system, initiative, and decision
that all students can reinforce negative in the school creating and reinforcing systems and structures that made, and that focuses on
achieve at high levels belief systems or structures, but actualize belief building the proficiency of
may struggle to do so adults to increase student
achievement

© New Leaders for New Schools Page 1

Resident Leadership Trajectory
 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

Hold self and others - Denies any - May acknowledge own - Holds self accountable for - Holds self personally - Models personal accountability
accountable for accountability for accountability in a situation, outcomes in most situations, accountable for outcomes for all adults
outcomes by focusing outcomes; blames but does not take real but may struggle to fully and results, including - Develops a transparent and
all decisions on student external forces for ownership of outcomes acknowledge contribution failures open culture among others to
needs, not adult their results - Acknowledges the importance to failures - Holds adults accountable to hold themselves accountable for
concerns - Allows others to blame of holding others accountable, - Works through some ensure high academic outcomes and develops systems
external forces for but does not attempt/lacks challenges to hold adults achievement for all students to support it
their results skills to attempt in practice accountable for student - Builds a culture where decisions
- Focuses on adult outcomes, but may waver are always based on student
concerns, not student or lose focus in the face of needs rather than the concerns
needs resistance of adults

Culturally Competent Leadership: Leader continuously dismantles inequitable and exclusionary practices and creates a fully inclusive environment where all children and adults thrive
and learn at high levels
Counterproductive – Undeveloped – Foundational – Advanced – Builds Capacity/
Negative behavior that Has the awareness of the Attempts to apply but may Applies skills and strategies Institutionalizes Behaviors-
reduces performance behavior or related skill, lack skills to successfully apply effectively Builds value/structures to
but takes little or no action in practice support the behavior and
ensures regular use by others
Break down barriers to - Does not acknowledge -Demonstrates awareness - Attempts multiple strategies - Has multiple strategies for - Continuously assesses and
student learning that or may actively of barriers stemming from for addressing barriers to addressing barriers to addresses the practices of the
stem from inequities reinforce barriers inequities, but has few underserved and/or underserved and/or school and the staff to ensure
and intersections stemming from inequities strategies for addressing disenfranchised groups, and disenfranchised groups— that all students are given the
among race, ethnicity, barriers to underserved has seen pockets of success and successfully moves the opportunities they need and to
- Does not see the
class, gender, sexual and/or disenfranchised Can identify successful practice of others. prevent any barriers to their
importance in building -
orientation, disability, groups; strategies in strategies for creating a Has implemented systems success from recurring
strategies to address -
and language, and practice are not successful culturally-responsive school and structures for creating Creates a collective culture
barriers to underserved -
among other - Can articulate a vision for a a culturally-responsive where others are empowered to
and/or disenfranchised
historically or currently school that is culturally- school monitor the practices of the
groups
marginalized groups responsive - Can articulate a vision for a school and actively address
school that is culturally- issues that may be barriers to
responsive and a plan for student success
achieving this over time
Consistently address - Does not acknowledge - Has awareness of broad - Identifies the deeper causes - Effectively implements - Creates a culture where others
the dynamics of power that group power differences that contribute of power dynamics, including strategies, including policies, reinforce the policies, systems,
within the community to dynamics may be at to power dynamics at their own identity and how it systems, and procedures, and procedures that address
foster a pervasive play within the play in the school, but may may contribute that address and resolve and resolve power dynamics
ethos of equity and community; may ignore not identify their own role - Has some strategies to power dynamics that affect that affect student success or
inclusion them or reinforce them. in those power dynamics address the power dynamics student success inhibit equity and inclusion
- May attempt to address identified, but is only - Addresses power dynamics
some of the power somewhat effective proactively and in all
dynamics identified, but - Is usually reactive – only acts settings – formal/informal
may see little change in formal settings, resulting in
a lack of pervasive change.

© New Leaders for New Schools Page 2

Resident Leadership Trajectory

Seek out and engage - Does not see the
diverse perspectives to inherent value of
build an effective diversity in building an
organization in an effective organization
environment where - Only surrounds
poverty, oppression, themselves with people
and inequities persist who share their same
perspective or
characteristics, and does
not see this as a
detriment to the
organization’s
effectiveness
Demonstrate personal - Unwilling to examine or
growth through a acknowledge past
lifelong self-assessment experiences and their
of biases and influence on biases,
privileges; create privileges, and beliefs
learning opportunities - Rejects any need to
and a supportive challenge their own
culture for others to do beliefs or biases
the same
Build the school’s and - Is unaware of or may
community’s collective contribute to cultural
capacity by initiating incompetence or conflict
direct conversations - If issues or concerns are
about cultural raised, may ignore or
competency, providing downplay the
professional significance of the issues
development, and and dismiss them
creating opportunities
from moments of
cultural incompetence
or conflict
RESIDENT LEADERSHIP TRAJECTORY 2011-2012
- Can see the value of
diversity and its
contribution to an effective
organization
- Does not actively seek or
incorporate perspectives
from others
- Does not make changes to
incorporate more diverse
voices to influence their
work
- Understands the impact of
biases and privileges, but
has not yet reflected on
own personal background
and experience
- May lack the skills or is
unable to overcome their
own discomfort to honestly
acknowledge biases and
blind spots in order to
grow
- Can recognize moments of
cultural incompetence or
conflict, yet does not
engage in direct
conversations about biases
or has limited skill set in
addressing biased
language and behaviors,
thereby allowing behavior
to persist
- Makes assumptions about
the community, parents,
teachers or students; does
not test these assumptions
before acting upon them
© New Leaders for New Schools
Resident Leadership Trajectory
- Recognizes the importance of
including diverse
perspectives; attempts to but
is not always able to create
an effective working
environment; approach could
be “skill-limited” but not
“value-limited”
- Examines experiences and
demonstrates some awareness
of own biases, privileges, and
beliefs, but may be limited to
generalities of race and
diversity; can anticipate
where some blind spots may
be
- Begins to take action to
address biases and blind
spots; encourages others to
do the same
- May make assumptions about
the community, parents,
teachers or students, but
attempts to test these
assumptions or hears other
perspectives about
assumptions, and adjusts
accordingly
- Engages in direct
conversations to confront
others’ biases, but may be
reactive to particular issues or
conflicts so that opportunities
for growth are not created
- Creates a culture, through
systems and structures,
which values the importance
of incorporating diverse
perspectives and
worldviews, as a means to
achieving the best possible
outcome
- Regularly engages in
meaningful self-assessment;
engages others in own self-
assessment in order to gain
perspective and better
identify areas where
development is needed
- Able to articulate blind
spots and takes action to
grow and address those
areas
- Actively seeks opportunities
to engage in courageous
conversations about
diversity and culture, and
how they impact student
learning
- Provides professional
development for staff and
capitalizes on learning
opportunities that stem from
moments of cultural
incompetence or conflict
- Conducts a needs
assessment of school and
surrounding community
- Builds the capacity of others to
actively engage, seek out, and
incorporate diverse
perspectives
- Builds expectations that others
welcome and seek diverse
perspectives in order to achieve
the best possible outcome
- Purposefully models their own
process of self-assessment and
shares actions taken to grow in
order to build others’ capacity
- Creates a culture where all
people feel safe examining
personal biases, beliefs and
privileges
- Creates ongoing opportunities
for people to self-assess and
focus on their own development
in cultural competence
- Builds the skills of staff to
engage in courageous
conversations about diversity
and cultural competence
- Creates a safe space and an
expectation for ongoing
conversations of cultural
competency to ensure continued
growth and development
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 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

Interpersonal Leadership: Leader builds trusting relationships and facilitates active communities of adults and students dedicated to reaching school goal
Counterproductive – Undeveloped – Foundational – Advanced – Builds Capacity/
Negative behavior that Has the awareness of the Attempts to apply but may Applies skills and strategies Institutionalizes Behaviors –
reduces performance behavior or related skill, but lack skills to successfully apply effectively Builds value/structures to
takes little or no action in practice support the behavior and
ensures regular use by others
Build trusting - Actively dismisses others - Makes general statements - Attempts to build relationships - Often is successful at building - Actively encourages others to
relationships with - Does not always treat about the importance of yet may struggle to do so relationships with diverse build strong relationships;
individuals and those with differing relationship building, but with those who have different groups of people; can adapt creates structures to enable
always treat views with dignity and makes little or no effort to beliefs; is aware that the the nature of the relationship relationship building
others with respect do so nature of relationships differs depending on the situation - Creates a culture where it’s safe
respect—even - May seem isolated and depending on the situation - Actively relates to and for everyone to actively share
those who may not aloof - Regularly relates to people, understands others’ perspectives and try to relate to
share the same - Understands other people’s or understands their perspectives/needs and uses one another without judgment
beliefs perspectives/ needs, but perspectives/ needs this information to build better
struggles to relate to people relationships
Build school-wide - Works in isolation; - Acknowledges the value of - Has some knowledge and - Demonstrates ability to build - Creates a school-wide culture of
capacity by places little to no value building effective teams; skills needed to build effective teams and create trust, where all recognize the
building trusting on building effective does not demonstrate the effective teams; may struggle trusting relationships, including value of effective teams and
relationships teams ability to build effective to build trusting relationships people with differing views; understand how to build and
amongst others teams among people with different has knowledge of the work in them
values or perspectives components of effective teams
Motivate and - Leadership voice - Articulates the value of using - Possesses an emerging - Leadership voice is strong and - Creates an inspirational,
inspire individuals reinforces negative their leadership voice to leadership voice and attempts compelling; communicates in a motivational culture where
and groups by beliefs motivate and inspire others, to evoke confidence way that consistently inspires recognizing the value and
communicating - Communication is but struggles to do so in - Communicates in a way that confidence and a sense of contributions of others is the
their value in pessimistic in nature and practice conveys personal conviction possibility around student norm
supporting the does not inspire - Leadership voice is weak and beliefs—may not always success - Sets aside time and space to
work/goals of the confidence in others and lacks confidence; succeed in inspiring all acknowledge the contributions
school unable to inspire or individuals or groups of others in supporting the
generate confidence in success of the school
others
Act strategically - Acts unilaterally, - May recognize the - Welcomes and values multiple - Welcomes and values multiple - Builds a climate which values
after seeking dismissing or not importance of diverse perspectives; may engage perspectives; actively seeks diverse perspectives and the
multiple welcoming other voices, but does not actively some, but not all, key the perspective of all relevant ways decisions and plans are
perspectives, perspectives seek out multiple stakeholders stakeholders improved by engaging others;
engaging key - Acts impulsively without perspectives - Has a decision-making style - Appropriately balances others recognize that they will
stakeholders, regard to consequences - Struggles to conceptualize that may, at times, be too decisiveness and realize better outcomes by not
reflecting, and or impact the potential impact of top-down or too collaborative collaboration acting alone
predicting impact decisions - Attempts to consider potential - Considers possible - Builds systems and structures
impact, but may not always consequences or impact of that allow others to engage in
adjust decisions accordingly options before making a final open discussion around
decision important issues and decisions

© New Leaders for New Schools Page 4

Resident Leadership Trajectory
 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

When leading - Actively practices a - Demonstrates awareness of - Is willing and tries to adapt; - Adapts facilitation and - Creates opportunities for others
groups of people, directive leadership varied leadership and may struggle to understand strategies for different to engage in activities that will
select appropriate model and is unwilling to facilitation strategies, but group dynamics, the unique groups; usually able to allow practice of varied
facilitation and adjust strategies does not practice adapting needs of the situation, or the accurately understand group leadership and facilitation
leadership to specific situations or perspective of a particular dynamics, the unique needs of strategies
strategies groups audience the situation, or the - Creates systems and structures
- Knowledgeable of different perspective of a particular to ensure that others regularly
leadership strategies (e.g., audience practice leading groups and
instructive, facilitative, - Can apply different adapting their strategies to
collaborative, consultative, leadership strategies (e.g., specific situations
transformational, etc.), but not instructive, facilitative,
able to effectively apply collaborative, consultative,
them in practice. transformational, etc.), to fit
the situation
Balance - Fails to acknowledge - Understands the importance - Attempts to tailor - Regularly differentiates and - Models appropriate
appropriate any need to of tailoring messages to the communication to audience, tailors communication to communication strategies with
communication communicate differently audience or context, but but sometimes struggles to audience and message others
strategies for to various audiences lacks the skills to do so effectively communicate - Actively listens to and is - Builds a culture in which
diverse - Communication may be effectively message always engaged with others genuinely communicating and
constituents and completely one-sided; - Understands the importance - Actively listens and generally (asks questions to clarify); engaging with others is valued
contexts: e.g., openly disregards any of listening to others, but checks for understanding; checks for mutual - Creates opportunities for others
active listening, attempts by others to does not regularly responds to common understanding; responds to to regularly practice and
inquiry, seeking engage demonstrate active listening nonverbal cues subtle verbal and nonverbal improve communication
feedback, etc. skills cues strategies

Adaptive Leadership: Leader mobilizes others to make progress on challenges involving changes in values, beliefs, assumptions, and/or habits of behavior
Counterproductive – Undeveloped – Foundational – Advanced – Builds Capacity/
Negative behavior that Has the awareness of the Attempts to apply but may Applies skills and Institutionalizes Behaviors
reduces performance behavior or related skill, but lack skills to successfully apply strategies effectively – Builds value/structures to
takes little or no action in practice support the behavior and
ensures regular use by
others
Identify root causes, - Unable to diagnose - Struggles to diagnose - Able to analyze and - Able to analyze and - Builds the skills of others so
especially adaptive (as complex issues complex issues diagnose complex issues diagnose complex issues that they are able to
opposed to technical), - Unable to identify root - Can identify some root causes - Can identify challenges and and root causes by analyze and diagnose
issues that need to be causes; analysis is that involve changes in root causes that involve engaging others in complex issues and root
resolved surface and focuses on beliefs, values, assumptions, changes in beliefs, values, analysis and then helping causes independent of the
technical issues and/or habits of behaviors in assumptions, and/or habits of others to see the issues leader
less complex situations; may behaviors in most situations, and root causes - Builds capacity of teacher
concentrate more on including adaptive - Identifies challenges and team and other staff to
technical challenges accurately identifies and identify and analyze root
analyzes root causes causes, especially adaptive

© New Leaders for New Schools Page 5

Resident Leadership Trajectory
 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

Take risks to challenge
existing school and
district/CMO practices,
policies, and traditions –
including those that he/she
created – that do not have
a positive impact on
student achievement, while
also building on the
existing strengths that do
have positive impact
Establish and maintain a
sustainable level of
urgency and ongoing
learning needed to tackle
adaptive challenges
Recognize and manage
the emotions of change
(e.g., resistance, fear, loss);
address the stages of the
change process and
support staff as they face
challenges and
implementation dips
- Does not take risks to
change district/CMO
practices; defends the
status quo
- Does not acknowledge
those things that he/she
created that do not
have a positive impact
on student achievement;
may defend despite
contrary evidence
- Disregards urgency as a
factor in creating
change
- Little to no recognition
that emotions are
involved in a change
process; may move
forward in ways that
prohibit success
- Aware of existing school and
district/CMO practices and
traditions not having a
positive impact on student
achievement, but is unable or
unwilling to take a risk to
challenge them
- Acknowledges that he / she
may have created things that
don’t positively impact
student achievement, but
cannot change them
- Assesses the current state of
urgency, but doesn’t yet take
action to make necessary
changes
- Some recognition of or
tolerance for issues of fear
and loss as part of the
change process; may not
know how to manage the
emotions of change, (ex., may
be impatient with supporting
staff through challenges)
- Identifies practices, skills and
policies not having a positive
impact in student achievement,
including those created by
him/her; tries to address them
and challenge conventional
thinking but may be
unsuccessful
- Assesses the current state of
urgency and attempts to
make changes, though may
move too quickly at times
toward change without
capitalizing on what is
working, or without providing
the support needed for
change
- Recognizes emotions that
accompany the change
process, including the impact
on individual and group
dynamics; has some strategies
to support staff through
challenges
- Consistently takes risks to
challenge existing
practices, policies and
traditions, even those
created by him/her, that
are not positively
affecting student
achievement
- Regularly builds on
existing strengths
- Builds a sense of urgency
before instituting change;
capitalizes on strengths
and provides ongoing
support to sustain the
work
- Recognizes, values, and
responds to the emotions
that accompany the
change process; reads
group dynamics resulting
from change and adapts
approaches accordingly
- Creates a culture of trust
that values and encourages
risk taking without fear of
criticism, judgment or
punishment
- Existing strengths continue
to be refined and improved
to ensure dramatic student
achievement gains
- Builds skills of others to
establish and maintain
urgency and provides
support needed to make
change in the work of the
school
- Builds skills of others to
recognize and manage the
emotions of change, and to
support others through
challenges

Resilient Leadership: Leader demonstrates self-awareness, ongoing learning, and resiliency in the service of continuous improvement

Counterproductive – Undeveloped – Foundational – Advanced – Builds Capacity/

Negative behavior that
reduces performance
Demonstrate - Responds poorly to
personal resolve and adversity; fails to
maintain core acknowledge that their
confidence and response had a negative
belief in self and the impact
school, even in the - Loses core confidence,
face of adversity even in the face of minor
difficulties and challenges
Has the awareness of the Attempts to apply but may Applies skills and strategies Institutionalizes Behaviors-
behavior or related skill, lack skills to successfully effectively Builds value/structures to
but takes little or no action apply in practice support the behavior and
ensures regular use by others
- Able to acknowledge - Reacts to adversity in a - Maintains a constant commitment - Demonstrates and models
personal reaction to way that does not hinder to personal vision of social resilient behavior for the staff
adversity, yet may still progress towards solutions justice, even in the face of and the community
react in a way that hinders - Maintains personal resolve resistance and challenge - Openly shares their own
progress towards solutions in the face of challenges - Remains focused, maintains struggles through adversity,
- Attempts to maintain belief in self and the school, and and creates opportunities for
personal resolve in most turns challenges into others to discuss and learn
situations opportunities for progress from each other’s experiences
© New Leaders for New Schools Page 6
Resident Leadership Trajectory

Continuously reflect - Reacts poorly to difficult
on performance, feedback; is defensive
seek feedback, and - Rejects the possibility of
actively pursue having any growth areas;
opportunities to complete lack of humility
improve personal
leadership and the
school
Take initiative and - Does not take ownership
remain solutions- to move work forward;
oriented at all times blames others for their
to move the work of lack of progress and fails
the school forward to propose solutions
- Maintains a defeatist
outlook and claims
powerlessness in difficult
situations
- Refuses to adjust
strategies even with
evidence that a solution is
failing
Proactively build the - Works in isolation; sees
professional and asking for help as a sign
personal supports – of weakness, and rejects
including adequate any offers for advice or
personal time – that assistance
are necessary for - Attempts to take
sustaining school everything on themselves;
leadership over time may be overwhelmed
and burnt out
RESIDENT LEADERSHIP TRAJECTORY 2011-2012
- Does not prioritize
reflection, or prioritizes it
only following setbacks
- Rarely seeks feedback, and
may not act on feedback
when offered
- Does not actively pursue
opportunities for
improvement
- Struggles to identify growth
areas or only identifies
superficial areas; does not
balance confidence with
humility
- Acknowledges the need to
take initiative but may be
overwhelmed or paralyzed
by challenges; fails to
propose solutions
- May not have the skills to
adjust strategies if current
strategy is not working
- Acknowledges that they
can’t do all themselves, yet
does not take steps to
connect with others or to
make personal time
- May accept help in times of
crisis, but does not actively
seek support
© New Leaders for New Schools
Resident Leadership Trajectory
- Makes time for regular
reflection, but may be
superficial
- Seeks feedback regularly;
takes action to develop
personally and
professionally usually in a
non-defensive manner
- Avoids taking criticism
personally, and maintains
core confidence
- Attempts to identify growth
areas, but may mostly
identify superficial areas
unless guided or coached;
usually balances confidence
with humility
- Takes some initiative to
move work forward, but
may depend on others for
advice and encouragement
before taking action
- Develops some solutions
- When strategies are not
working, attempts to adjust,
but may not be effective
- Builds relationships and
support networks to sustain
leadership over time,
though may not regularly
prioritize accessing these
supports or build in
adequate personal time
- Prioritizes regular opportunities
for meaningful reflection
- Continuously seeks feedback
and works to consistently
incorporate past learning into
new experiences
- Always finds a learning within
criticism
- Accurately identifies growth
areas; balances confidence with
humility
- Pursues opportunities for own
personal leadership
improvement
- Takes initiative to find ways to
move work forward and
successfully navigates existing
challenges
- Develops effective solutions in
the face of setbacks
- Adjusts strategies. and practices
in effective ways, when
appropriate, to reach goals
- Plans for contingency options in
most situations
- Regularly accesses professional
and personal supports to sustain
school leadership over time,
including time for reflection and
rejuvenation
- Creates opportunities for
others to regularly reflect on
experiences
- Creates systems/structures for
others to give and receive
feedback
- Creates a culture where open
and honest communication
and criticism are welcome and
turned into a learning
opportunity
- Models by freely sharing own
growth areas
- Actively pursues opportunities
to improve personal
leadership; finds ways to
share development w/ others
- Builds confidence of others to
move forward through
challenges
- Guides others in ongoing
assessment to adjust and
improve their strategies
- Ensures that others plan for
contingencies
- Proactively builds supports for
self and others by creating
networks of colleagues and
protecting time for reflection
and rejuvenation
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 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

STANDARD: LEARNING AND TEACHING

Levers Concepts within levers BENCHMARK BENCHMARK BENCHMARK FOR HIGH SCHOOL – ADDITIONAL
FOR END OF FOR MIDDLE OF END OF BENCHMARKS FOR END OF
SUMMER FOUNDATIONAL FOUNDATIONAL FOUNDATIONAL YEAR
FOUNDATIONS YEAR YEAR
Leader aligns Alignment to Standards: Use standards to
curricula and identify and define what students need to
assessment tools know and be able to do
to both state and Scope and Sequence: Create a curriculum
college-readiness map built on standards with a clear scope
standards and sequence
Lesson Plans: Translating the curriculum POWER BENCHMARK: Successfully Successfully leads one department chair/
map into daily, weekly and monthly aligns planning (scope/sequence, long- leader in modifying plans and
activities driven by practices and range, lesson) with high-stakes instructional materials to align with
strategies assessments college-ready standards (preferably
Common Core)
Curricular Materials: Materials are
matched to both the standards and
learning needs
Leader ensures Routines and School Wide Practices Articulates non-negotiables for instruction,
consistent and rationale for non negotiables, and a
quality classroom clear and realistic plan for
practices, implementation
routines, and Instructional Strategies: How best to
teaching deliver content
strategies
Leader utilizes Data collection and Analysis
diverse student-
level data to drive Formative/Interim Assessments POWER BENCHMARK: Successfully
instructional leads a team of teachers through the DDI
improvement cycle, resulting in more effective and
targeted instructional practices based on
the needs of students
Grading
Leader Interventions and preventions Significantly increases student Uses on-track data to design and
implements a achievement for students far below implement an intervention for students
pyramid of grade level through the implementation who are over age/under credited
academic of a specific intervention strategy
interventions

© New Leaders for New Schools Page 8

Resident Leadership Trajectory

STANDARD: CULTURE
Levers
Adults and students
champion school vision
and mission focused on
college success for every
student
Adults translate the vision,
mission and values into
behavioral expectations
that include a code of
conduct
Adults create a culture of
achievement and high
expectations where all
students are valued
Leader proactively and
purposefully engages
families in the academic
and social success of their
child for college readiness
and life planning
RESIDENT LEADERSHIP TRAJECTORY 2011-2012
Concepts within levers
Visions, Mission and Values:
Creation and refinement of a
clear and compelling vision,
mission and set of values
Behaviors: Behaviors derived
from the vision, mission, and
values are described and
taught
Code of conduct: code of
conduct for behavioral
expectations
Pyramid of Behavioral
Interventions
Adults Build Student
Relationships: Adults build
strong relationships with
students
Cultural Competency and
Diversity
Student Voice: Structural
opportunities for students to
effectively use their voices
Aspiration/Life Plan: Building
aspirations for college, career
and life success
Family Engagement: Family
engagement that supports the
college and life planning for
students
BENCHMARK BENCHMARK FOR BENCHMARK FOR HIGH SCHOOL – ADDITIONAL
FOR END OF MIDDLE OF END OF BENCHMARKS FOR END OF
SUMMER FOUNDATIONAL FOUNDATIONAL FOUNDATIONAL YEAR
FOUNDATIONS YEAR YEAR
Behaves in a POWER BENCHMARK: Supports a set of
manner consistent teachers through implementing ongoing
with expectations training, and holds them accountable for a
set of behaviors that directly link to school
mission/values
Successfully implements supportive and
progressive discipline measures that reduce
the number of disciplinary referrals/
infractions of a targeted group of students.
Leads a group of teachers to adjust
instructional practices based on
adolescent competencies and psycho-
social goals as defined by the Youth
Development paradigm
POWER BENCHMARK: All students in a Implements, with a group of teachers,
grade level articulate a vision for college strategies that result in 90% of students
success, as well as a short-term plan to in a small “advisory” group setting goals
address their weaknesses toward college, tracking those goals,
removing obstacles to those goals, and
exhibiting behaviors to reach those goals
© New Leaders for New Schools Page 9
Resident Leadership Trajectory
 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

STANDARD: ALIGNED STAFF

Levers Concepts within levers BENCHMARK BENCHMARK FOR BENCHMARK FOR HIGH SCHOOL – ADDITIONAL
FOR END OF MIDDLE OF END OF BENCHMARKS FOR END OF
SUMMER FOUNDATIONAL FOUNDATIONAL FOUNDATIONAL YEAR
FOUNDATIONS YEAR YEAR
Leader recruits, Recruitment
hires, and places
staff with strong Selection and Hiring Ready to implement a comprehensive hiring
instructional and induction process
expertise and who Placement
share the school’s
mission and values

Leader trains, Building teacher leaders: Pipeline

develops, and development
supports a high- Leadership Team Development
performing
instructional Leadership Team Supports: Create
Leadership Team structures to support

Leader strategically Outline performance expectations Teachers are clear about detailed
monitors and performance expectations and the level of
manages staff quality expected, as well as the rationale
performance for why this will improve student
achievement
Teacher assessment: Assess teacher
skill and effectiveness

Observation and feedback POWER BENCHMARK: Significantly

improves the practice of more than 1
teacher through a systematic approach to
observation and feedback

Monitoring
Evaluation
Leader improves Professional Learning Successfully changed the practice of a
instruction by group of teachers through the
building and implementation of group professional
facilitating development in math or literacy
professional Teacher team structures
learning structures

© New Leaders for New Schools Page 10

Resident Leadership Trajectory
 RESIDENT LEADERSHIP TRAJECTORY 2011-2012

STANDARD: SYSTEMS AND OPERATIONS

Levers Concepts within levers BENCHMARK BENCHMARK FOR BENCHMARK FOR HIGH SCHOOL – ADDITIONAL
FOR END OF MIDDLE OF END OF BENCHMARKS FOR END OF
SUMMER FOUNDATIONAL FOUNDATIONAL FOUNDATIONAL YEAR
FOUNDATIONS YEAR YEAR
Leader tracks clear Goals and priority areas: Create
and focused school clear goals and identify priority areas
goals and strategy Action Plans: Create action plans and Consistently POWER BENCHMARK: Successfully works
adjustment based milestones demonstrates the with a team of teachers to make progress
on progress ability to analyze toward achievement targets, utilizing
complex goals, benchmarks, and action plans
challenges and
identify root
causes
Leader builds and Calendar
implements Scheduling: Weekly and Daily
processes and Schedules
structures to use
time effectively and
efficiently
Budget, external Budget and Resources
partnerships, and External Partnerships
facilities aligned to Facilities
strategic plan
Political Context Stakeholder Relationships: Build and
and school system manage stakeholder and community
relationships relationships
managed to ensure District Relationships: Build and
a focus on learning manage district relationship

© New Leaders for New Schools Page 11

Resident Leadership Trajectory